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3 For Advanced Programs at the Master, Specialist, or Doctoral Level that Prepare Assistant Principals, Principals, Curriculum Directors, Supervisors, and other Education Leaders in a School Building Environment November 2011 National Policy Board For Educational Administration (NPBEA) Page 3

5 INTRODUCTION Rationale The importance of clearly defining what successful learning or performance looks like has become increasingly evident during the past decade. Without a doubt, the better one understands what excellence looks like, the greater one s chances are for achieving or surpassing - that standard. Ensuring effective school leadership begins with the following questions: o What do our P-12 students need to know, understand, and do? o What do our teachers and related staff need to know, understand, and do to increase student learning? o What do our school building leaders need to know, understand, and do to support teachers and building-level personnel to increase student learning? Effective use of leadership preparation standards requires multiple, high integrated and highly interdependent variables and assessments. The foundation of accountability is educators understanding of the learning standards and a deep understanding of what mastery looks like. The potential value of analyzing and disaggregating student performance data is only as good as one s understanding of the learning that data represents. Furthermore, while we yearn to assume alignment among standards, assessment, and instruction in addition to policy, programs, and courses - its tremendous importance and potential impact demand ongoing attention. School leadership standards are no exception. History With the approval of the Educational Leadership Policy Standards: ISLLC 2008 (Interstate School Leaders Licensure Consortium), the NPBEA (National Policy Board for Educational Administration) approved an ELCC (Educational Leadership Constituent Council) plan to revise the ELCC Standards for presentation to NCATE (National Council for the Accreditation of Teacher Education) in the fall of Two groups, a Technical Advisory Committee and a Steering Committee, facilitated comprehensive research, revisions, and field review of the proposed changes prior to submitting them to NPBEA and NCATE. Assumptions The following assumptions are embedded within the ELCC school building-level leadership preparation standards: 1. Improving student achievement is the central responsibility of school leadership. 2. The standards represent the fundamental knowledge, skills, and practices intrinsic to building leadership that improve student learning. 3. The overall leadership standards conceptually apply to a range of common school leadership positions. They are intended to define what a building-level administrator Page 5

6 should know and be able to do. While specific content and application details will vary depending upon the leadership role, the fundamental, enduring tenets are the same. 4. While there is a purposeful emphasis on leading student learning, an understanding and acceptance of school leaders responsibility for managing the business of the school is also embedded. 5. The practice of school leadership is well-established as its own research-based body of knowledge. 6. The preparation of school leaders requires overt connections and bridging experiences between research and practice. 7. The preparation of school leaders requires comprehensive, field-based practice in and feedback from the field over an extended period time in powerful clinical learning experiences. 8. School leadership preparation programs must provide ongoing experiences for candidates to examine, refine and strengthen the ethical platform that guides their decisions especially during difficult times. 9. While school leadership programs are ultimately an institutional responsibility, the strength of the design, delivery and effectiveness of these programs will parallel the degree to which higher education invites P-12 participation and feedback. 10. Performance-based measures are most effective in evaluating candidate outcomes. Implementation Improving student achievement depends on the successful and simultaneous orchestration of multiple, yet individual, variables within the context of an overall school. Given the interdependency between the execution of specific school leadership skills and the overall educational environment, universities are expected to provide candidates with school leadership experiences that connect, embed and transcend explicit leadership skills within the context of a meaningful whole. Candidates need multiple bridging experiences between course content and the school. While life in a university is compartmentalized for the convenience of instruction, life as a school leader requires the use of specialized skills within the context of often ambiguous, demanding, and interconnected events. Relentless connections to, and emphasis on, real or simulated school experiences in regard to resources, methods and assessments will greatly facilitate graduate s ultimate success as a school leader. Leadership preparation programs must include three dimensions: 1. Awareness acquiring concepts, information, definitions and procedures 2. Understanding interpreting, integrating and using knowledge and skills 3. Application apply knowledge and skills to new or specific opportunities or problems The overall program should represent a synthesis of key content and high impact field-based experiences extended over time that result in the school leader candidates demonstration of the professional knowledge, skills, and dispositions articulated in the ELCC standards, and, most importantly, candidates success in improving student achievement following graduation. Page 6

7 ELCC BUILDING LEVEL STANDARDS ELCC Standard 1.0: A building-level education leader applies knowledge that promotes the success of every student by collaboratively facilitating the development, articulation, implementation, and stewardship of a shared school vision of learning through the collection and use of data to identify school goals, assess organizational effectiveness, and implement school plans to achieve school goals; promotion of continual and sustainable school improvement; and evaluation of school progress and revision of school plans supported by school-based stakeholders. ELCC STANDARD ELEMENTS: ELCC 1.1: Candidates understand and can collaboratively develop, articulate, implement, and steward a shared vision of learning for a school. ELCC 1.2: Candidates understand and can collect and use data to identify school goals, assess organizational effectiveness, and implement plans to achieve school goals. ELCC 1.3: Candidates understand and can promote continual and sustainable school improvement. ELCC 1.4: Candidates understand and can evaluate school progress and revise school plans supported by school stakeholders. RESEARCH SUPPORT FOR ELCC STANDARD 1.0: Research evidence in Appendix 2 presented in support of Standard 1 confirms that a buildinglevel education leader must have the knowledge to promote the success of every student through understanding principles for developing, articulating, implementing, and stewarding a school vision of learning. This includes knowledge of the importance of shared school vision, mission, and goals for student success that is documented in the effective schools literature and school improvement literature. It includes the knowledge that when vision, mission, and goals are widely shared, student achievement usually increases. The importance of the knowledge presented in evidence supporting Standard 1 was recognized in the reviews of scholarship informing the development of the Interstate School Leaders Licensure Consortium (ISLLC) 2008 Policy Standards that highlighted the importance of knowledge facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders. Formation of the ISLLC 2008 Standards was also based on considering the importance of knowing the theoretical foundations for leadership practice. Some reviews of scholarship highlighted the importance of knowing how to collaboratively develop and implement a shared vision and mission. The importance of knowing how to use evidence in decision making was highlighted in reports informing the formation of the ISLLC 2008 Standards. Other reports confirmed the importance of knowing how to create and implement plans to achieve goals. Page 7

8 Acceptable Candidate Performance for ELCC Building Level Leadership Standard 1.0 ELCC Standard Element 1.1: Candidates understand and can collaboratively develop, articulate, implement, and steward a shared vision of learning for a school. Content Knowledge (Mostly likely to be met in Assessments #1, #2) Programs provide evidence of candidate knowledge of collaborative school visioning; theories relevant to building, articulating, implementing, and stewarding a school vision; methods for involving school stakeholders in the visioning process. Professional Leadership Skills (Most likely to be met in Assessments #3, #4, #5, #6) Programs provide evidence that candidates demonstrate skills required to design and support a collaborative process for developing and implementing a school vision; articulate a school vision of learning characterized by a respect for students and their families and community partnerships; develop a comprehensive plan for communicating the school vision to appropriate school constituencies; formulate plans to steward school vision statements. ELCC Standard Element 1.2: Candidates understand and can collect and use data to identify school goals, assess organizational effectiveness, and create and implement plans to achieve school goals. Content Knowledge (Mostly likely to be met in Assessments #1, #2) Programs provide evidence of candidate knowledge of the design and use of assessment data for learning; organizational effectiveness and learning strategies; tactical and strategic program planning; implementation and evaluation of school improvement processes; variables that affect student achievement. Professional Leadership Skills (Most likely to be met in Assessments #3, #4, #5, #6) Programs provide evidence that candidates demonstrate skills required to develop and use evidence-centered research strategies and strategic planning processes; create school-based strategic and tactical goals; collaboratively develop implementation plans to achieve those goals; develop a school improvement plan that aligns to district improvement plans. Page 8

9 ELCC Standard Element 1.3: Candidates understand and can promote continual and sustainable school improvement. Content Knowledge (Mostly likely to be met in Assessments #1, #2) Programs provide evidence of candidate knowledge of continual and sustained improvement models and processes; school change processes for continual and sustainable improvement; role of professional learning in continual and sustainable school improvement. Professional Leadership Skills (Most likely to be met in Assessments #3, #4, #5, #6) Programs provide evidence that candidates demonstrate skills required to identify strategies or practices to build organizational capacity that promote continuous and sustainable school improvement; design a transformational change plan at the school-building-level; design a comprehensive, building-level professional development program. ELCC Standard Element 1.4: Candidates understand and can evaluate school progress and revise school plans supported by school stakeholders. Content Knowledge Professional Leadership Skills (Mostly likely to be met in Assessments #1, #2) (Most likely to be met in Assessments #3, #4, #5, #6) Programs provide evidence of candidate knowledge of effective strategies for monitoring the implementation, revision of plans to achieve school improvement goals, and program evaluation models. Programs provide evidence that candidates demonstrate skills required to develop a school plan to monitor program development and implementation of school goals; construct an evaluation process to assess the effectiveness of school plans and programs; interpret information and communicate progress toward achievement of school vision and goals for educators in the community and other stakeholders. ELCC Standard 2.0: A building-level education leader applies knowledge that promotes the success of every student by sustaining a school culture and instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations for students; creating and evaluating a comprehensive, rigorous and coherent curricular and instructional school program; developing and supervising the instructional and leadership capacity of school staff; and promoting the Page 9

10 most effective and appropriate technologies to support teaching and learning within a school environment. ELCC STANDARD ELEMENTS: ELCC 2.1: Candidates understand and can sustain a school culture and instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations for students. ELCC 2.2: Candidates understand and can create and evaluate a comprehensive, rigorous, and coherent curricular and instructional school program. ELCC 2.3: Candidates understand and can develop and supervise the instructional and leadership capacity of school staff. ELCC 2.4: Candidates understand and can promote the most effective and appropriate technologies to support teaching and learning in a school environment. RESEARCH SUPPORT FOR ELCC STANDARD 2.0: Evidence presented in Appendix 2 in support of Standard 2 confirms that a building-level education leader must know principles for sustaining a school culture and instructional program conducive to student learning and staff professional growth. This includes knowing the elements of school culture and ways it can be influenced to ensure student success; human development theories; proven learning and motivational theories; how diversity influences the learning process; effective leadership practices, including those characterized as instructional leadership, transformational leadership, or leading learning; and models of change processes. The importance of the knowledge presented in evidence supporting Standard 2 was recognized in the empirical evidence, craft knowledge and theoretical writings that supported the development of ISLLC 2008 Standard 2 promoting the success of every student by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth. Classic theories of motivation, social control, and goals are foundational sources of knowledge for education leaders seeking to nurture a culture of trust and to motivate faculty and students. Theories of human development and evidence found in case studies of how improvements in teaching and learning can be achieved confirm that both are essential to effective school leadership. A review of literature on learning-centered leadership concluded that instructionally focused leadership paired with leadership processes are required for high-performing schools. Earlier reviews found strong evidence that knowledge of leadership approaches to developing school culture and climate is critically important. Evidence of the importance of applied knowledge of how to create a culture of trust, learning and high expectations was found in scholarship on the effect that leaders have on building learning communities. Knowledge of the nature and practices of distributive leadership was identified as essential in a number of scholarly works consulted. Other reviews highlighted the importance of knowing curriculum planning and Page 10

11 how to develop motivating student learning environments. Infusing technology into leadership practices has become a recognized domain of practical knowledge essential to effective instructional leadership. Acceptable Candidate Performance for ELCC Building Level Leadership Standard 2.0 ELCC Standard Element 2.1: Candidates understand and can sustain a school culture and instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations for students. Content Knowledge (Mostly likely to be met in Assessments #1, #2) Programs provide evidence of candidate knowledge of theories on human development behavior, personalized learning environment, and motivation; school culture and ways it can be influenced to ensure student success. Professional Leadership Skills (Most likely to be met in Assessments #3, #4, #5, #6) Programs provide evidence that candidates demonstrate skills required to collaborate with others to accomplish school improvement goals; incorporate cultural competence in development of programs, curriculum, and instructional practices; monitor school programs and activities to ensure personalized learning opportunities; recognize, celebrate, and incorporate diversity in programs, curriculum, and instructional practices; facilitate the use of appropriate contentbased learning materials and learning strategies; promote trust, equity, fairness, and respect among students, parents, and school staff. ELCC Standard Element 2.2: Candidates understand and can create and evaluate a comprehensive, rigorous, and coherent curricular and instructional school program. Content Knowledge (Mostly likely to be met in Assessments #1, #2) Programs provide evidence of candidate knowledge of curriculum development and instructional delivery theories; Professional Leadership Skills (Most likely to be met in Assessments #3, #4, #5, #6) Programs provide evidence that candidates demonstrate skills required to collaborate with faculty to plan, Page 11

12 measures of teacher performance; multiple methods of evaluation, accountability systems, data collection, and analysis of evidence; school technology and information systems to support and monitor student learning. implement, and evaluate a coordinated, aligned, and articulated curriculum; use evidence-centered research in making curricular and instructional decisions; interpret information and communicate progress toward achievement; design evaluation systems and make school plans based on multiple measures of teacher performance and student outcomes, and provide feedback based on evidence. ELCC Standard Element 2.3: Candidates understand and can develop and supervise the instructional and leadership capacity of school staff. Content Knowledge (Mostly likely to be met in Assessments #1, #2) Programs provide evidence of candidate knowledge of high-quality professional development for school staff and leaders; instructional leadership practices; leadership theory, change processes, and evaluation; standards for high-quality teacher, principal, and district practice. Professional Leadership Skills (Most likely to be met in Assessments #3, #4, #5, #6) Programs provide evidence that candidates demonstrate skills required to work collaboratively with school staff to improve teaching and learning; design the use of differentiated instructional strategies, curriculum materials, and technologies to maximize high-quality instruction; design professional growth plans to increase the capacity of school staff and leaders that reflect national professional development standards. ELCC Standard Element 2.4: Candidates understand and can promote the most effective and appropriate technologies to support teaching and learning in a school-level environment. Content Knowledge (Mostly likely to be met in Assessments #1, #2) Programs provide evidence of candidate knowledge of technology and its uses for instruction within the school; infrastructures for the ongoing support, Professional Leadership Skills (Most likely to be met in Assessments #3, #4, #5, #6) Programs provide evidence that candidates demonstrate skills required to use technologies for improved classroom instruction, student Page 12

13 review, and planning of instructional technology. achievement, and continuous school improvement; monitor instructional practices within the school and provide assistance to teachers; use technology and performance management systems to monitor, analyze, and evaluate school assessment data results for accountability reporting. ELCC Standard 3.0: A building-level education leader applies knowledge that promotes the success of every student by ensuring the management of the school organization, operation, and resources through monitoring and evaluating the school management and operational systems; efficiently using human, fiscal, and technological resources in a school environment; promoting and protecting the welfare and safety of school students and staff; developing school capacity for distributed leadership; and ensuring that teacher and organizational time is focused to support high-quality instruction and student learning. ELCC STANDARD ELEMENTS: ELCC 3.1: Candidates understand and can monitor and evaluate school management and operational systems. ELCC 3.2: Candidates understand and can efficiently use human, fiscal, and technological resources to manage school operations. ELCC 3.3: Candidates understand and can promote school-based policies and procedures that protect the welfare and safety of students and staff within the school. ELCC 3.4: Candidates understand and can develop school capacity for distributed leadership. ELCC 3.5: Candidates understand and can ensure teacher and organizational time focuses on supporting high-quality school instruction and student learning. RESEARCH SUPPORT FOR ELCC STANDARD 3.0: Evidence presented in Appendix 2 support of Standard 3 confirms that a building-level education leader must have knowledge of best practices regarding management of a school organization, operations, and resources for a safe, efficient, and effective learning environment. This includes knowledge of effective management and effective leadership that are associated with improved school conditions and subsequent school outcomes. It also includes knowledge of human resource issues such as educator work redesign; educator recruitment and selection; educator induction, mentoring, and professional development; educator appraisal, supervision, and Page 13

14 evaluation; and educator compensation. The importance of the knowledge presented in evidence supporting Standard 3 was recognized in research informing the formation of the ISLLC 2008 Standards which also found an understanding distributed leadership to be essential. More recently, researchers have found in their investigation of links to student achievement that distribution of leadership to include teachers, parents, and district staff is needed in order to improve student achievement. Acceptable Candidate Performance for ELCC Building Level Leadership Standard 3.0 ELCC Standard Element 3.1: Candidates understand and can monitor and evaluate school management and operational systems. Content Knowledge (Mostly likely to be met in Assessments #1, #2) Programs provide evidence of candidate knowledge of school management of organizational, operational, and legal resources; school management of marketing and public relations functions. Professional Leadership Skills (Most likely to be met in Assessments #3, #4, #5, #6) Programs provide evidence that candidates demonstrate skills required to analyze school processes and operations to identify and prioritize strategic and tactical challenges for the school; develop school operational policies and procedures; develop plans to implement and manage long-range plans for the school. ELCC Standard Element 3.2: Candidates understand and can efficiently use human, fiscal, and technological resources to manage school operations. Content Knowledge (Mostly likely to be met in Assessments #1, #2) Programs provide evidence of candidate knowledge of methods and procedures for managing school resources, including the strategic management of human capital, school operations, and school facilities; alignment of resources to building priorities and forecasting resource requirements for the school; technology and management systems. Professional Skills (Assessments 3, 4, 5, 6) Programs provide evidence that candidates demonstrate skills required to develop multi-year fiscal plans and annual budgets aligned to the school s priorities and goals; analyze a school s budget and financial status; develop facility and space utilization plans for a school; project long-term resource needs of a school; use technology to manage school operational systems. Page 14

15 ELCC Standard Element 3.3: Candidates understand and can promote school-based policies and procedures that protect the welfare and safety of students and staff. Content Knowledge (Mostly likely to be met in Assessments #1, #2) Programs provide evidence of candidate knowledge of school strategies supporting safe and secure learning environments including prevention, crisis management, and public relations; school strategies supporting student development of self-management, civic literacy, and positive leadership skills; school-based discipline management policies and plans. Professional Leadership Skills (Most likely to be met in Assessments #3, #4, #5, #6) Programs provide evidence that candidates demonstrate skills required to develop a comprehensive plan for providing school staff, students, and visitors with a safe and secure school building environment; plan an aligned building discipline management policies and plan; evaluate and implement discipline management plans. ELCC Standard Element 3.4: Candidates understand and can develop school capacity for distributed leadership. Content Knowledge (Mostly likely to be met in Assessments #1, #2) Programs provide evidence of candidate knowledge of the meaning of distributed leadership in a school environment and how to create and sustain it. Professional Leadership Skills (Most likely to be met in Assessments #3, #4, #5, #6) Programs provide evidence that candidates demonstrate skills required to identify leadership capabilities of staff; model distributed leadership skills; involve school staff in decision making processes. ELCC Standard Element 3.5: Candidates understand and can ensure that teacher and organizational time focuses on supporting high-quality school instruction and student learning. Content Knowledge (Mostly likely to be met in Assessments #1, #2) Programs provide evidence of candidate knowledge of supervision strategies that ensure that teachers maximize time spent on high- Professional Leadership Skills (Most likely to be met in Assessments #3, #4, #5, #6) Programs provide evidence that candidates demonstrate skills required to develop school policies that protect time Page 15

16 quality instruction and student learning; management theories on effective school time, priorities, and schedules. and schedules to maximize teacher instructional time and student learning; develop a school master schedule. ELCC Standard 4.0: A building-level education leader applies knowledge that promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources on behalf of the school by collecting and analyzing information pertinent to improvement of the school s educational environment; promoting an understanding, appreciation, and use of the diverse cultural, social, and intellectual resources within the school community; building and sustaining positive school relationships with families and caregivers; and cultivating productive school relationships with community partners. ELCC STANDARD ELEMENTS: ELCC 4.1: Candidates understand and can collaborate with faculty and community members by collecting and analyzing information pertinent to the improvement of the school s educational environment. ELCC 4.2: Candidates understand and can mobilize community resources by promoting an understanding, appreciation, and use of diverse cultural, social, and intellectual resources within the school community. ELCC 4.3: Candidates understand and can respond to community interests and needs by building and sustaining positive school relationships with families and caregivers. ELCC 4.4: Candidates understand and can respond to community interests and needs by building and sustaining productive school relationships with community partners. RESEARCH SUPPORT FOR ELCC STANDARD 4.0: Evidence presented in Appendix 2 in support of Standard 4 confirms that a building-level education leader must know strategies for collaborating with faculty and community members; diverse community interests and needs; and best practices for mobilizing community resources. This includes knowing how to collect and analyze information pertinent to the school educational environment, and understanding the needs of students, parents, and caregivers in order to develop collaboration strategies. The importance of the knowledge presented in the evidence supporting ISLLC 2008 Standard 4 was recognized in research showing that education leaders require such knowledge when collaborating with faculty and community members and when responding to diverse community interests and needs and mobilizing community support used to support ISLLC 2008 Standard 4. Reports on practices using multiple types of evidence to inform decision making and highlights the importance of knowledge of strategies for evidencecentered decision making. Page 16

17 Acceptable Candidate Performance for ELCC Building Level Leadership Standard 4.0 ELCC Standard Element 4.1: Candidates understand and can collaborate with faculty and community members by collecting and analyzing information pertinent to the improvement of the school s educational environment. Content Knowledge (Mostly likely to be met in Assessments #1, #2) Programs provide evidence of candidate knowledge of collaboration and communication techniques to improve the school s educational environment; information pertinent to the school s educational environment. Professional Leadership Skills (Most likely to be met in Assessments #3, #4, #5, #6) Programs provide evidence that candidates demonstrate skills required to use collaboration strategies to collect, analyze, and interpret school, student, faculty, and community information; communicate information about the school within the community. ELCC Standard Element 4.2: Candidates understand and can mobilize community resources by promoting an understanding, appreciation, and use of the diverse cultural, social, and intellectual resources within the school community. Content Knowledge (Mostly likely to be met in Assessments #1, #2) Programs provide evidence of candidate knowledge of identify and mobilize effective community resources; school-based cultural competence; diverse cultural, social, and intellectual community resources. Professional Leadership Skills (Most likely to be met in Assessments #3, #4, #5, #6) Programs provide evidence that candidates demonstrate skills required to identify and use diverse community resources to improve school programs. ELCC Standard Element 4.3: Candidates understand and can respond to community interests and needs by building and sustaining positive school relationships with families and caregivers. Content Knowledge (Mostly likely to be met in Assessments #1, #2) Programs provide evidence of candidate knowledge of the needs of students, parents or Professional Leadership Skills (Most likely to be met in Assessments #3, #4, #5, #6) Programs provide evidence that candidates demonstrate skills required to conduct needs assessments of families Page 17

18 caregivers; school organizational culture that promotes open communication with families and caregivers; school strategies for effective oral and written communication with families and caregivers; approaches to collaboration with families and caregivers. and caregivers; develop collaboration strategies for effective relationships with families and caregivers; involve families and caregivers in the decision-making processes at the school. ELCC Standard Element 4.4: Candidates understand and can respond to community interests and needs by building and sustaining productive school relationships with community partners. Content Knowledge (Mostly likely to be met in Assessments #1, #2) Programs provide evidence of candidate knowledge of the needs of school community partners; school organizational culture that promotes open communication with community partners; school strategies for effective oral and written communication with community partners; collaboration methods to develop and sustain productive relationships with community partners. Professional Leadership Skills (Most likely to be met in Assessments #3, #4, #5, #6) Programs provide evidence that candidates demonstrate skills required to conduct needs assessment of community partners; develop effective relationships with a variety of community partners; involve community partners in the decision-making processes at the school; ELCC Standard 5.0: A building-level education leader applies knowledge that promotes the success of every student by acting with integrity, fairness, and in an ethical manner to ensure a school system of accountability for every student s academic and social success by modeling school principles of self-awareness, reflective practice, transparency, and ethical behavior as related to their roles within the school; safeguarding the values of democracy, equity, and diversity within the school; evaluating the potential moral and legal consequences of decision making in the school; and promoting social justice within the school to ensure that individual student needs inform all aspects of schooling. ELCC STANDARD ELEMENTS: ELCC 5.1: Candidates understand and can act with integrity and fairness to ensure a school system of accountability for every student s academic and social success. Page 18

19 ELCC 5.2: Candidates understand and can model principles of self-awareness, reflective practice, transparency, and ethical behavior as related to their roles within the school. ELCC 5.3: Candidates understand and can safeguard the values of democracy, equity, and diversity within the school. ELCC 5.4: Candidates understand and can evaluate the potential moral and legal consequences of decision making in the school. ELCC 5.5: Candidates understand and can promote social justice within the school to ensure that individual student needs inform all aspects of schooling. RESEARCH SUPPORT FOR ELCC STANDARD 5.0: Evidence presented in Appendix 2 in support of Standard 5 confirms that a building-level education leader must know how to act with integrity, fairness, and engage in ethical practice. This includes understanding democratic values, equity, and diversity; knowing about current ethical and moral issues facing education, government, and business; and understanding the relationship between social justice, school culture, and student achievement. The importance of the knowledge presented in evidence supporting Standard 5 was recognized in research on practices that promote social justice identified as important in the ISLLC 2008 Standards. Support for the importance of this knowledge was informed by scholarship on practices of inclusive leadership, and leadership for diversity. Observations by education experts affirm the central role that knowledge of reflective practices has for education leaders if they are to model principles of self-awareness and ethical behavior. A number of theoretical and practicefocused commentaries have noted the critical need for education leaders to have knowledge of the moral and legal consequences of decision making. Acceptable Candidate Performance for ELCC Building Level Leadership Standard 5.0 ELCC Standard Element 5.1: Candidates understand and can act with integrity and fairness to ensure that schools are accountable for every student s academic and social success. Content Knowledge (Mostly likely to be met in Assessments #1, #2) Programs provide evidence of candidate knowledge of practices demonstrating principles of integrity and fairness; federal, state, and local legal and policy guidelines that creates operational Professional Leadership Skills (Most likely to be met in Assessments #3, #4, #5, #6) Programs provide evidence that candidates demonstrate skills required to act with integrity and fairness in supporting school policies and staff practices that ensure every students Page 19

20 definitions of accountability, equity, and social justice. academic and social success; create an infrastructure that helps to monitor and ensure equitable practices. ELCC Standard Element 5.2: Candidates understand and can model principles of selfawareness, reflective practice, transparency, and ethical behavior as related to their roles within the school. Content Knowledge (Mostly likely to be met in Assessments #1, #2) Programs provide evidence of candidate knowledge of the basic principles of ethical behavior established by legal and professional organizations; the relationship between ethical behavior, school culture, and student achievement; the effect of ethical behavior on one s own leadership. Professional Leadership Skills (Most likely to be met in Assessments #3, #4, #5, #6) Programs provide evidence that candidates demonstrate skills required to formulate a school-level leadership platform grounded in ethical standards and practices; analyze leadership decisions in terms of established ethical practices. ELCC Standard Element 5.3: Candidates understand and can safeguard the values of democracy, equity, and diversity. Content Knowledge (Mostly likely to be met in Assessments #1, #2) Programs provide evidence of candidate knowledge of democratic values, equity, and diversity. Professional Leadership Skills (Most likely to be met in Assessments #3, #4, #5, #6) Programs provide evidence that candidates demonstrate skills required to develop, implement, and evaluate school policies and procedures that support democratic values, equity, and diversity issues; develop appropriate communication skills to advocate for democracy, equity, and diversity. ELCC Standard Element 5.4: Candidates understand and can evaluate the potential moral and legal consequences of decision making in the school. Content Knowledge (Mostly likely to be met in Assessments #1, #2) Professional Leadership Skills (Most likely to be met in Assessments #3, #4, #5, #6) Page 20

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